تأثیر یادگیری مشارکتی همیاردبیر و خودارزیابی بر انگیزش خود و عملکرد تحصیلی دانش آموزان سوم دبیرستانی با رویکرد مدل جیگساو

محورهای موضوعی : آموزش و پرورش

ایوب گرشاسبی ¹ , کورش فتحی واجارگاه ² , محبوبه عارفی ³

1 - دانشجوی دکتری برنامه ریزی درسی، دانشگاه شهید بهشتی، تهران، ایران
2 - استاد دانشگاه شهید بهشتی، تهران، ایران
3 - استاد دانشگاه شهید بهشتی، تهران، ایران

تاریخ دریافت : 1392/08/29 تاریخ پذیرش : 1397/11/27 تاریخ انتشار : 1398/03/01

کلید واژه: &quot, یادگیری مشارکتی&quot, , &quot, همیار دبیر&quot, , &quot, انگیزش خود&quot, ,

چکیده مقاله :

این پژوهش با هدف بررسی تأثیر یادگیری مشارکتی همیار دبیر و خودارزیابی دانش آموزان بر «انگیزش خود» و پیشرفت تحصیلی در سطوح بالای یادگیری دانش آموزان انجام شد. روش پژوهش شبه آزمایشی بوده و عمل آموزشی در دو گروه آزمایش اجرا شد، روش تدریس یادگیری مشارکتی همیار دبیر در یک گروه و در گروه دیگر همین روش به همراه خودارزیابی دانش آموزان به مدت هشت جلسه 90 دقیقه ای به کار گرفته شد. جامعه آماری کلیه دانش آموزان پسر سال سوم دوره متوسطه نظری شهر بیرجند و نمونه پژوهش شامل 54 نفر به صورت 3 گروه 18 نفری (دوگروه آزمایش و یک گروه کنترل) بود. نمونه در دسترس و ابزار پژوهش بخشی از پرسشنامه راهبردهای یادگیری خودانگیخته (MSLQ) پینتریچ و دی گروت به علاوه یک آزمون پیشرفت تحصیلی هندسه محقق ساخته برای سنجش سطوح پایین و بالای حیطه شناختی بوده است. از آزمون تحلیل واریانس یک راهه و آزمون تعقیبی توکی برای بررسی داده های آزمون انگیزش خود استفاده شده است. برای تحلیل داده های حاصل از آزمون پیشرفت تحصیلی از آزمون تحلیل واریانس مختلط استفاده شده است. عمده ترین یافته های پژوهش حاکی از آن است که «یادگیری مشارکتی و خودارزیابی» درارتقاء «انگیزش خود» دانش آموزان در درس هندسه تأثیر دارد. همچنین«یادگیری مشارکتی و خودارزیابی» بر مؤلفه های انگیزش خود یا همان «باورهای انگیزشی» تأثیر و تفاوت معناداری را در گروه ها نشان داد. علاوه بر این، الگوی یادگیری مشارکتی همیار دبیر و خودارزیابی هم در سطوح بالای یادگیری و هم در سطوح پایین یادگیری دانش آموزان در حیطه ی شناختی تأثیر مثبتی داشت.

چکیده انگلیسی:

This study is done to consider the effects of cooperative learning (Hamyar) and self-assessment of student on "self motivation" and the achievement of high levels of student learning. The research methods were Quasi-experimental and the training was conducted in two groups. Methods of teaching were collaborative learning (Jigsaw and Hamyar) and in the other were used the same way with self-assessment for 8 sessions of 90 minutes. Statistical society was all boy students in third year high schools of the Birjand. Sample of this study consist 54 students in 3 groups (the experimental groups and one control group). Sample of research was the available. The research tool has been spontaneous learning strategies questionnaire (MSLQ) of Pintrich & Grout. In addition the other was a geometry achievement test to measure the high and low levels of cognitive domain. One-way ANOVA test and Tukey post hoc test is used to examine their motivation test data. For analyzing achievement test data was used the mixed analysis of variance test. The main findings indicate that "collaborative learning and self-assessment" has an impact on enhancing "self motivation" of students in course of Geometry. The "collaborative learning and self-assessment" showed a significant difference in the groups about their motivational beliefs. Moreover, the pattern of cooperative learning and self-assessment has had a positive impact in high levels learning and at low levels student learning in the cognitive domain

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